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Abstract ▼ AI-Helper

The definition of the term "paradigm", which was popularized by Thomas Kuhn, has provided significant insight into understanding not only the history of natural science, but the epistemological complexity embedded in the development of social science including the field of early childhood education....

The definition of the term "paradigm", which was popularized by Thomas Kuhn, has provided significant insight into understanding not only the history of natural science, but the epistemological complexity embedded in the development of social science including the field of early childhood education. Previous studies have shown that the underlying ideas and theories of early childhood programs can be categorized according to the concept of paradigm. Based on the results of the previous studies, this study seeks to investigate the existence of paradigm in early childhood programs and its influence on the educational practices from the perspectives of teachers, taking a qualitative approach. Three teachers of child care centers were asked to participate in a semi-structured interview which focused on the educational philosophy of the child care center, the length of teaching experiences, the characteristics of teacher training programs, and their previous teaching experiences. The results revealed that the incommensurability between paradigms is identified through the three teachers" stories about their very first experience at the center which has run the program founded on oriental philosophy and an eco-centered child care program. The teachers later became aware of relativity among many underlying paradigms of ECE programs as they accumulated their careers m the program. Unlike a group of scientists sharing a paradigm and being exclusive to other paradigms, teachers respect the notion of an individual paradigm and attempt to open conversations with other paradigms for improving their educational practices.

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